Instruction in art history: A model approach using multi-image presentations

Art history instruction in our schools traditionally has taken a lecture approach centered around the discussion of a single projected image. The chosen projected image usually has been an example of fine art from a Western culture. However, many art educators have asked for alternatives to the traditional content and method of instruction in art history, which this study provides. This paper investigates the following question: How can multi-image slide presentations be used to teach art history?;This study investigates the theoretical foundations of multi-image shows, the theories of communicating and perceiving multiple images, and the use of visual media programs in art education. Included in this study are brief descriptions of some model media programs created by prominent educators.;Methods of using multi-image programs for instruction in art history shed some light on what can be taught and how to present such educational concepts. Non-traditional approaches such as the study of the ordinary object and the art historical process are discussed. Multi-image presentations are shown to present objects of art historical investigations in such ways as to allow the students a chance to compare and contrast images, to contemplate their significance, and to experience the objects through mediated means.;Also included is a chapter dealing with the production of a multi-image show. This chapter is intended to guide the art educator who wishes to create an art history multi-image program, but has never been involved in the making of one. The planning, production, and presentation of a show are discussed in a step-by-step process. Educational objectives are stressed throughout this chapter.;Multi-image slide shows are investigated in this study not only for their ability to create an aesthetic experience for the students, but more importantly to act as an effective delivery system for art historical information. This study presents multi-image programs as a method of instruction through which alternatives to traditional content in art history may be taught. Methods of how to present such non-traditional content are discussed and detailed throughout the paper.;Created with this paper were a series of seven short multi-image programs which are discussed in the chapter on conclusions. Visual excerpts, as well as their corresponding lines from the verbal script appear in this chapter. The objectives and scripts of the shows are appended. The shows were developed around two main topics: Philadelphia Sculptures and Doors. Student reactions to these multi-image presentations as observed by the researcher are included. Finally, this researcher's address is included for those wishing more information or wishing to view the actual slide programs.